Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654461
Title: It's a question of questions : a taxonomy of reading question-types and an investigation into these question-types accompanying the reading activities in global ELT coursebooks
Author: Freeman, Diana
ISNI:       0000 0004 5358 5153
Awarding Body: University of Essex
Current Institution: University of Essex
Date of Award: 2014
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Abstract:
This study presents research into the types of questions and tasks that accompany the reading texts in four global EFL coursebooks and their revised editions: Cutting Edge, English File, Headway and Inside Out. The rationale for undertaking such an investigation is the crucial role reading and questions play both in learning per se and language learning in particular and the still dominant place textbooks hold in many classrooms. I created a taxonomy of five different pre-reading question-types and eight different types of post-reading comprehension questions grouped into three categories of content, language and affect. I then applied this taxonomy to the questions and tasks accompanying the reading activities in the coursebooks in this study. I analysed the distribution of the question-types in terms of frequency, (measuring how many of each question-type is asked), occurrence, (measuring presence or not of question-types in a given reading, regardless of frequency) and range (measuring how many different question-types occur in any given text, edition or series) that is, how many out of the five possible pre-reading question-types and how many of the eight possible comprehension question-types are used in any reading, irrespective of how many or which type. Across all ten coursebooks ill the study, the most widely used pre-reading question-types were activating schemata and pre-teaching vocabulary and the most widely used comprehension question-types were those that require inferential comprehension, although different series demonstrated their own preferences. In order to provide an informed discussion regarding these results, I held semi-structured interviews with the writers and editors of the series in this study, thus affording me an insight into the approaches and priorities these writers have when creating the reading skills sections of their coursebooks. I found that there is no systematic approach to writing these questions, the authors draw on their extensive experience in both teaching and materials writing.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.654461  DOI: Not available
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